In looking at matters of children, the mistake we often make is looking at them with the eye of an adult. The result of this is seeing things that children need and enjoy as boring, useless and a waste of time. There is oftentimes a temptation to ignore looking at playing with the eyes of children.

Traditionally, parents and guardians have moral responsibilities to support, protect, provide for, and correct the children under their care, with the goal of helping them develop healthily into their adulthood. This ideal is still in place, though in practice it lingers delicately, as parenting generally becomes more and more lenient by the day.

Skills that have evolved in society for centuries will not magically come back to life unless they are progressively promoted, valued, and passed on through generations.

Information is not necessarily true just because it originates from a certain person, group, media, authority, public figure, expert, etc. Schemes to disinform people have already overtaken us and found their way into different crucial systems by which people get themselves informed.

Children should be taught that being disabled is not something to use against people and make them feel ashamed, less valued, or of no substantial contribution.

The children who this year 2023 are learning under trees are technically expected to globally compete with their peers in the job market in 18 years. Are we expecting them to run at the same pace as other children in the country and the world at large while they are left behind in all aspects of learning?

The fact that being trusted to undertake responsibilities without being watched has repeatedly proved not to work necessitates the need to bring in a way of ‘watching’ and keeping record of the movements of service providers who work directly with children in their respective facilities.

The World Children’s Day which is marked annually on 20th November, has been celebrated for the sixty-eighth time since its first observance, with a theme: ‘Inclusion for every child.’ In rthis analytic discourse we establish new ways to make inclusion more visible and practical as a social empowerment initiative.

Tea is not a mere beverage; this is because it functionally connects with ethics, religion, and social order. When a child is taught well to manage “tea”, s/he will be able to manage and grow with morals and discipline as is desired by the society in which s/he is groomed.

Most causes of these societal stresses or what we call ‘stressors’ are historical, systemic or structural. By this we mean they have roots or/and link with the history of the people, or are out of customary norms.